Class: Sylvia Lam 10th grade Geometry

Unit: Similarity, Right Triangles, and Trigonometry

Essential How can a missing side length be found, given the measure of the opposite
Question: angle with another side and its opposite angle, using the law of sines?
Lesson Law of Sines
Focus:
Common CCSS.Math.Content.HSG-SRT.D Apply trigonometry to general triangles
Core State G.SRT.10 Prove the Laws of Sines and Cosines and use them to solve
Standards for problems.
Geometry
Objective MWBAT understand that the law of sines can be used to find missing side
lengths in a triangle when the measures of the angles and one side length are
known.

Trigonometry is the last section of Module 2/5 in the Eureka Math curriculum.
Trigonometry is introduced to set students up for the premise of Algebra II:
Trigonometry with Functions.
Formative Students will be formatively assessed throughout the lesson using checks for
Assessment: understandings such as turn and talks, thumbs up/down, and worksheets.
Students will be evaluated quantitatively in the exit slip where they will solve
for missing sides and angles using the law of sines.
Materials: Worksheet, exit ticket
Agenda: 1. Do Now (10 mins)
2. INM (5 mins)
3. Guided Practice (5 mins)
4. Independent Work (30 mins)
5. Motivation Activity (10 mins)
6. Professionalism/Exit (10 mins)
Warm Up: Students enter the room, pick up their Students are graded on their do
folders and find their assigned seats. nows, which is a form of
Students copy the objective off the extrinsic motivation to not show
sideboard or the front board and complete up to class late. This goes hand
the Do-Now. in hand with the Pickering and
Marzano reading: effective
pacing keeps students
accountable for their own
behaviors. This do now is a
When the timer elapses, students review
persistence exercise because this
problems.
concept might have been
forgotten over the weekend.
Teacher will ask students to write 3 things
that motivate them to do well in school or
Motivation is the drive that
job on postit notes and keep it in their
allows you to continue on.
minds as we move through the lesson.
Starting off a Monday morning
by reflecting gives students a
Student helpers will pass out worksheets
 while teacher sets up the document camera. chance to self-evaluate how they
are feeling at the moment.
Pickering & Marzano (2010)
mention that there are a variety
of factors that impact student
performance in the classroom,
but given the structures in place,
students can do anything.

This is the first introduction that

students will have to motivation.
Students are assigned or
volunteer to administrative tasks,
depending on the class, to pass
out worksheets. I tend to select
students that require movement
or students who are ahead of the
class. Students again will receive
points as external motivation.
Mini-Lesson: Students are motivated to
Students will constantly update their
copy or paste notebooks because I use surprise
the notebook quizzes.
following
chart into
their
notebooks.

Teacher will
ask the
following
using turn and talks:
- What does Sin mean in trig ratios? Using skillful questioning helps
- What is this law telling us? to bring all students up to the
- How is this different than what same level and some more. The
we’ve seen before? extension questions address my
- How many hypotenuse do we have? high-level students’ or highly
motivated students. This turn and
Extension question: If they are equal to one talk opportunity allows students
another, what does this mean for the to engage in academic discourse
triangle? (Pickering & Marzano, 2010).
(Mini-Lesson) Teacher will Students here are motivated to
Modeling: walk keep up with guided notes
students because they do not want to fall
through the behind. In the second problem,
problem on the focus will become student
the left to centered and the teacher will
find the simply narrate.
sines of A
and C. For
the This topic should be a motivating
following factor because students have
steps, been working with Trig ratios for
teacher will the past week. They are
remind comfortable with the acronym:
students: SOHCAHTOA. The only
Step 3: The difference is that they are not
altitude presented with a right triangle
creates two immediately- they have to drop
right the altitude to create one.
triangles
inside
ΔABC. Notice that ∠A is contained in one
of the right triangles, and ∠C is contained in
the other.
Step 4: Since both equations in Part D are
equal to k, they can be set equal to each
other.
Step 6: Notice that the equation in Part E no
longer involves k.

Students will be given 3 minutes to set up

their own problem on the right.

Students will be asked to come up with a

conclusion statement using a turn and talk. The INM and Guided practice
(the ratio of the sine of an angle in a segments should never take more
triangle is the same to the sine of the than 10-15 minutes. Otherwise,
opposite angle) students lose focus and it
becomes teacher centered.
Guided Teacher will model problems 5 and 6 using Guided practice provided
Practice: gradual release. support. During this time,
students feel more comfortable
Step 1: Find the missing angles of all sides. with taking risks and gives them
I can do this by subtraction. How many a sense of curiosity of what they
degrees are in a triangle? should and should not do. More
Step 2: Identify the side you want to find importantly, the call and
 and put an arc around the opposite angles. response method encourages
Which angles will I put an arc around? student buy in by giving them an
Step 3: set up the ratio with the missing opportunity to speak out.
length in the numerator and cross multiply

For problem 6, a student will be called up to

guide the class on the document camera.
Students will direct the steps. Teacher will
use thumbs up/down to check for
understanding.
Small Students will complete the worksheet on Students are given the
Group/Indep law of sines using the guided practice opportunity to work
dent Work: examples. independently or together. This
promotes student buy in. Also,
Remind students to place the unknown students are more likely to
value in the numerator for less work! persist when they are given
options. The norm is for students
Teacher will circulate the room to evaluate of higher ability to help others
students learning. catch up (Pickering & Marzano,
2010). The seating chart in my
room is designed in a way that
encourages a middle person to
help out both people next to
them. I give out points for
student assistance. This also
helps me so that students are not
constantly asking for my
attention.

[Closing] 5. Teacher will give a presentation on Students enjoy seeing their ideas
Share/Assess motivation. being promoted. They will get a
ment/ Intrinsic Motivation: when people do physical outlet by getting up and
Student something for the joy of doing it, or because reading what other contributed to
Reflection they think it is right (a hobby). the T-chart (Pickering &
Extrinsic Motivation: when people do Marzano, 2010).
something for an external reward or
tangible result (doing work to get paid).
Students will sort their motivators into a T-
chart at the front of the room. If there is
time permitting, I will ask students to share
why they placed in motivators in their
respective columns to check for
understanding.

Maybe it’s praise, power, projects, people,

prizes, and/or prestige. Ask student which Once we review the project as a
ones stand out to them and why. class, I will ask students if they
already have someone in mind.
Hand out the project (will be tomorrow’s This will give students an
subwork): Draw a picture of someone who opportunity to engage and share
motivates you. Write a letter to them. (see their personal stories with one
below) another (Pickering & Marzano,
2010).
Students will complete an exit ticket on
ways they demonstrated motivation today.

6. Professionalism (5)
Students grade themselves and reflect on
their daily learning on their Weekly
Professionalism tracker.
Teacher checks off student's
professionalism.